changing a workshop from physical to online delivery
TRANSCRIPT
Changing a workshop from physical to online delivery
Phil Reed [email protected] @PhilReedDataThe University of Manchester Library
Outline
1. Why put your workshop online?
2. How do I go online?
3. Choose a workshop, define learning objectives
4. Skeleton plans and content types
5. Storyboards, common pitfalls
6. Show finished resources
Who are you?
The obligatory ice-breaker part
What is your favourite chocolate bar?
Sharing ideas
Think of something you want to share? Put it on the Padlet!
http://padlet.com/umlbds/ncollab15
Why put your workshop online?
Reach a larger audienceAvailable 24/7Users work at their own pace or style of learningRepeat as you wishTime saving in the long run, can do more focusedSuit distance learnersSupplement or replace
Cost of softwareLoss of face-to-face question taking or adaptingHarder to updateSoftware restrictionsTime consuming to set upContent not suitableExpertise not available
Advantages
Disadvantages
How do I go online?
(No, of course not)
Major content and platform choices
CONTENT: Free e-learning tools
•Udutu•GLO Maker•Xerte•Screenr
CONTENT:Paid e-learning tools
•Articulate Storyline•Camtasia
PLATFORM: Virtual learning environments
•Blackboard•Moodle•Canvas•WebCT
In groups, choose a workshop
Could be a workshop that you already teach
Examples:• Introduction to statistics and SPSS
• How to use our library catalogue
• What is Research Data Management?
• Choosing the right social media platforms
• Academics, why go for Open Access?
Getting started: define learning objectives
EXAMPLE: Users will be able to:
1. identify key terminology
2. recognise different types of charts and frequency tables
3. understand how to structure and present data, ready for use in analysis tools
Create the outline: construct a skeleton plan
Learning objective Type of content Content outline
Identify key terminology
recognise different types of charts and frequency tables
understand how to structure and present data, ready for use in analysis tools
Leave plenty of room between rows
Choose type of content for each
Information
Click to reveal
Drag and drop
Hot spots
Setting variables Quizzing
Screencast
Talking head Audio
Create the outline: construct a skeleton plan
Learning objective Type of content Content outline
Identify key terminology Information – click to reveal/learn more
recognise different types of charts and frequency tables
Information – step by step process
recognise different types of charts and frequency tables
Activity – Identify the type of chart
understand how to structure and present data, ready for use in analysis tools
Information
Create the outline: construct a skeleton plan
Learning objective Type of content Content outline
Identify key terminology Information – click to reveal/learn more Over view of the types of variable. Click to reveal more information on: levels of measurement, legitimate measures, identifying your data
recognise different types of charts and frequency tables
Information – step by step process Introduction to frequency table followed by a step by step guide that takes your through populating a frequency table
recognise different types of charts and frequency tables
Activity – Identify the type of chart What type of chart it this? User is shown a chart and asked to identify the type of chart. The feedback will give detail or chart type, when and why it is used
understand how to structure and present data, ready for use in analysis tools
Information Information given information on data types and conventions
Information Overview and brief introduction to tools needing specific data formats and conventions (this sets the scene for the SPSS resource/session)
Write out the structure for the whole resource1. Introduction
1. Overview of resource & guide to content level of the resource 2. Key terminology (glossary)
2. Data types and measures1. Introduction2. Levels of measurement3. Legitimate measures
3. Charts and basic analysis1. Charts and basic analysis2. Frequency tables
4. Understanding your data/Getting ready for analytical tools1. Introduction 2. Organising your data3. Data types4. Analytical tools
5. Summary and what’s next
Complete the storyboard
Essentially, fill out the skeleton plan
Section Type of content
Content outline Copy
1.1 Introduction
Information - static
Overview of content covered in resource
You don’t need to be a mathematician to have a grip on the basic principles of statistics. We all encounter stats on a daily basis throughout our personal, academic and professional lives, and having an understanding of the basics will help you to use data in a more meaningful way. This resource will give you basic introduction to statistical terminology, charts and data types. It will also give you advice on how to organise your data to make it easier to analyse and present. Click the forward arrow at the bottom of the screen to begin.
1.2 Key terminology
Glossary Glossary of terms …
Complete the storyboard
Read it through carefully before putting into the platform
• Get the storyboard right, constantly refer back to learning objectives (LO)
• If there is content that doesn't fit LO, either content is wrong or LO is wrong
• Keep short and sweet
• Proofread! You and someone else
• Common mistakes (pitfalls)…
Common pitfalls
Learning should not be tool driven
Information overload
Don't crowbar in interactivity if doesn't add value
Here’s one I made earlier…
My Learning Essentials: Adding up
• “Introduction to statistics”• “Introducing SPSS”• More in development• Made with Jody McGurk
Show us your storyboards
Talk about it
What did you find out?Write comments on the Padlet page
My Learning Essentials
The University of Manchester Library’s award-winning skills programme, offering a combination of face-to-face and online development opportunities.
• Flexible and responsive structure
• Features online and face-to-face elements
• Delivers support to students at the point of need
• Comprehensive suite of openly available online resources
• Blackboard Catalyst Award for Innovative Blended Learning
Summary
• Putting a workshop online can be a much better and accessible resource for students
• It’s not always appropriate or possible to do so
• Take care as you would with planning a face-to-face workshop
• Consider the maintenance for the longer life expectancy, your content may live online for ever…
Post-hoc discussion: numeracy in libraries
Is there a growing demand for library staff to have developed numeracy skills?
Has it been there all along?
Image credits
• Chocolatehttps://pixabay.com/en/bar-chocolate-brown-sweet-delicious-306132/• Goal postshttp://www.geograph.org.uk/photo/1045582 © Scriniary and licensed for
reuse under this Creative Commons Licence• Pencil
© Avii | Dreamstime Stock Photos & Stock Free Images